ASSIGNMENT QUESTION
In the UK and worldwide, unprecedented pressure on the health and social care systems has led to a refocus on public health and related inequalities. Health policy analysis is needed to prepare health and social care systems to reduce disparities between population groups. Your role as a health and social care practitioner is to identify local issues related to inequalities and present your findings back to the local Health and Wellbeing Board.
Produce a report using a health inequality model as an underlying framework, to examine the determinants of health specific to your chosen health issue (Choice A, B or C) and chosen local area (Choice 1, 2 or 3). Explore the relationship between the determinants of health with relevant evidence (National and Local).
Health Issue |
Local Area |
A.Overuse of |
1. |
B. LGBTQ |
2. |
C. |
3. |
Identify, analyse and critique strategies for improvement from a theoretical perspective such as the Social or Medical model. The strategies identified can be drawn from outside the chosen local area, but should demonstrate how they could be applied to the local area to reduce the health inequalities related to the chosen health issue.
For example, the report will contain an inequality model, such as the DahlgrenWhitehead Rainbow Model (1991) and examine improvement strategies from a theoretical perspective such as the Social or Medical model. Throughout the report, you should focus on the local inequalities related to the chosen health issue. The report should conclude with recommendations based on your findings.
REPORT FORMAT
1. Executive Summary
2. Table of Contents
3. Introduction
4. Examination of the chosen health issue in the context of the chosen borough
5. Application of a health inequality framework and analysis of the determinants of the chosen health issue
6. Exploration and discussion of strategies, both local and national, to manage the chosen health issue
7. Conclusion and recommendations
8. References (Harvard format)
ASSESSMENT CRITERIA
LO2 Critically review literature related to contemporary issues and best practice in healthcare management.
LO4 Critically evaluate strategies for managing contemporary issues.
READING REQUIREMENT
Core Sources
Bartley, M., 2017. Health inequality: an introduction to concepts, theories and methods. [ebook] Cambridge: Polity Press. Available through: ARU Library.
Donaldson, L.J., Rutter, P.D., 2018. Donaldson’s Essential Public Health. Boca Raton: CRC Press. Available through: ARU Library.
Institute of Health Equity, 2020. Health Equity in England: The Marmot Review 10 Years On. Available through: https://www.instituteofhealthequity.org/resources–reports/marmotreview–10–years–on
The Marmot Review, 2010. Fair Society, Healthy Lives Full Report. Strategic Review of Health Inequalities in England Post 2010. Available through: https://www.instituteofhealthequity.org/resources–reports/fair–society–healthy–livesthe–marmot–review
Warwick-Booth, L., Cross, R. and Lowcock, D., 2021. Contemporary health studies: An introduction. [e-book] John Wiley & Sons. Available through: Kortext.
Wills, J. & Naidoo, J., 2022. Foundations for Health Promotion (5th Ed.). [e-book] Amsterdam: Elsevier. Available through: ARU Library.
Additional Sources
Marmot, M., 2015. The Health Gap: The challenge of an unequal world. London: Bloomsbury.
Whitehead, M. & Dahlgren, G., 2006. Concepts and Principles for Tackling Social Inequalities in Health: Levelling Up Part 1. World Health Organisation.
Wilkinson, R. & Pickett, K., 2010. The Spirit Level: Why greater equality makes societies stronger. London: Bloomsbury Press.
Additional Independently researched academic sources are required to support your work.
Please note that the sources listed are expected for your written assessment. These sources will be part of the module and their content is deemed necessary to produce a relevant assessment. Module markers will expect to see them integrated into your work and appropriately referenced.
Failure to include these sources may result in a “Viva Voce” meeting during which you would be required to explain your work and your reasons for not including these key sources.
Table 1 The work will be assessed in an integrative manner as |
||||||||
Criteria / |
0-29%: Absent or |
30-39%: Little Little |
40-49%: Adequate knowledge, use of scholarly conventions |
50-59%: Sound |
60-69%: Good analysis- consistent use of scholarly conventions. Good Academic/ Expressive/ Professional skills. |
70-79%: Excellent |
80-89%: Outstanding Academic/ Expressive/ |
90-100%: Exceptional analysis Work pushes the boundaries of discipline. Academic/ Expressive/ |
LO2: Knowledge and Understanding Examine and critique the Management issues |
There is |
Limited reference to the |
Adequate reference to the |
Sound reference to the |
Good reference to the |
Excellent Excellent knowledge of a |
Outstanding management of |
Exceptional management of learning clear originality in expression and relation to the determinants of |
50 Marks |
0-14 |
15-19 |
20-24 |
25-29 |
30-34 |
35-39 |
40-44 |
45-50 |
LO3: Intellectual, practical, Critically Management |
Deficient recommendations with |
Limited evidence of improvement strategies/ |
Adequate evidence of |
Sound improvement strategies/ |
Good evidence of improvement strategies/ |
Excellent evidence of |
Outstanding evidence of |
Exceptional significant originality of |
Page 5 of 9
40 Marks |
0-11 |
12-15 |
16-19 |
20-23 |
24-27 |
28-31 |
32- 35 |
36-40 |
Academic structure, language and |
The appropriate report |
The appropriate report |
The Adequate academic writing |
The with some inaccuracies. Sound academic writing style with some |
A good logical structure |
An excellent logical |
Outstanding expression throughout. Outstanding use |
Exceptional Exceptional Exceptional academic |
10 marks |
0-2 |
3 |
4 |
5 |
6 |
7 |
8 |
9-10 |
Page 6 of 9
ARU GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 6 – the
Depth stage
Level 6 is characterised by an expectation of students’ |
|||
Mark Bands |
Outcome |
Characteristics of Student Achievement by Marking Band for ARU’s Generic Learning Outcomes (Academic Regulations, Section 2) |
|
Knowledge & Understanding |
Intellectual (thinking), Practical, Affective and Transferable Skills |
||
90- 100% |
Achieves module outcome(s) |
Exceptional information base exploring and analysing the discipline, its theory |
Exceptional management of learning resources, with a higher degree of autonomy/exploration |
80- 89% |
Outstanding information base exploring and analysing the discipline, its theory |
Outstanding management of learning resources, with a degree of Outstanding team/practical/professional |
70- 79% |
|
Excellent knowledge base that supports analysis, evaluation and problemsolving in theory/ |
Excellent management of learning resources, with degree of autonomy/research |
60- 69% |
Good |
Good |
|
50- 59% |
|
Sound knowledge base that supports some analysis, |
Sound management of learning Some autonomy in research but inconsistent. Structured and mainly |
40- 49% |
A module outcome(s) |
Adequate knowledge base with some omissions at the level of ethical/ |
Adequate use of learning resources with little autonomy. Some difficulties |
30- 39% |
A module outcome(s) . qualifying mark |
Limited knowledge base. Limited understanding of |
Limited use of learning resources. Unable to work autonomously. Little input |
20- 29% |
Fails to achieve module outcome(s) Qualifying mark not |
Little evidence of in discipline |
Little evidence of use of learning resources. Unable to work autonomously. Little |
10- 19% |
Deficient knowledge base. Deficient |
Deficient use of learning resources. Unable to work autonomously. Deficient input to teams. Deficient academic/intellectual |